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关键词：
Reading/Writing Connection, The
书目信息
ISBN：
9780205494736（13位）
中图分类号：
H3
杜威分类号：
中文译名：
阅读/写作联系
作者：
Olson
编者：
语种：
English
出版信息
出版社：
Allyn & Bacon
出版地：
出版年：
2006
版本：
2e
版本类型：
原版
丛书题名：
卷期：
文献信息
关键词：
Literacy/Bilingual/ESL
前言：
摘要：
内容简介：
The Second Edition features an array of individual reading/writing strategies, activities and mini-lessons, and it scaffolds these strategies in extended demonstration lessons that teachers can implement in their classrooms. This book will undoubtedly become a classic in the field. Well-respected author Carol Booth Olson extends far beyond most texts intended for teachers of language arts by integrating reading and writing in creative, theory-based ways. Lauded by students and professors as a clear and straight-forward text, this Second Edition includes plenty of material about teaching the writing process and responding to literature, and provides examples of lessons that help students learn specific strategies. The new edition has a larger size to make it even more accessible for in-service teachers.
目次：
Preface Chapter 1 What Is the Reading/Writing Connection? What Is the Reading/Writing Connection? Characteristics of Experienced Readers and Writers Cognitive Strategies That Underlie the Reading and Writing Process The Power of Integrating Reading and Writing Instruction Making the Reading/Writing Connection Visible through Instructional Scaffolding To Sum Up Learning Log Reflection Chapter 2 Introducing Students to the Cognitive Strategies in Their Mental Tool Kits Declarative, Procedural, and Conditional Knowledge: Foundations of Strategic Reading and Writing Cognitive Strategies: A Reader’s and Writer’s Tool Kit “The War of the Wall” by Toni Cade Bambara The Cognitive Strategies Tutorial The Role of Metacognition in Cognitive Strategies Instruction Using Think-Alouds to Foster Metacognition Metacognition Workshop: Teaching Students to Reflect on Their Meaning-Making Processes To Sum Up Learning Log Reflection Chapter 3 Integrating Reading and Writing Instruction through Scaffolded Demonstration Lessons Components of Effective Instructional Scaffolding Reducing the Constraints on Student Readers and Writers Reinforcing the Reading/Writing Connection through Scaffolded Demonstration Lessons A Description of the Reading/Writing Lesson Format Standards-Based Language Arts Instruction Demonstration Lesson: A Letter from Margot:“All Summer in a Day” To Sum Up Learning Log Reflection “All Summer in a Day” by Ray Bradbury Chapter 4 Getting Started: Creating a Community of Learners The Role of Affect in Learning How the Classroom Itself Promotes Classroom Community What Is a Community of Learners? The First Week Classroom Rules Expectations Know Your Students Get-Acquainted Activities How I Learned to Read and Write Four Corners and Personality Collage Doll Object Exchange Personal Brochure Demonstration Lesson: My Name, My Self: Using Name to Explore Identity “My Name” by Sandra Cisneros To Sum Up Learning Log Reflection Chapter 5 A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms The Strategic Approach to Interacting with a Text Before-Reading Strategies During-Reading Strategies After-Reading Strategies Letting Go of the Guided Tour To Sum Up Learning Log Reflection Chapter 6 Strategies for Interacting with a Text: Using Reading and Writing to Learn The Guided Tour Problem Using Pedagogical Strategies to Foster Cognitive Strategies The Concept of Reading and Writing to Learn Inexperienced Readers in My Class? What If Students Get Bored and Tune Out? How Do I Hold Students Accountable for Their Reading? What Do I Do Before, During, and After Teaching a Novel? What about Nonfiction? To Sum Up Learning Log Reflection Chapter 7 Teaching Literature: From Reading to Interpretation Efferent and Aesthetic Readings Why Teach Literature? Critical Approaches to Literature Organizing the Curriculum Demonstration Lesson: Setting and Character in Tennyson’s “Mariana”: Teaching Literary Interpretation “Mariana” by Alfred, Lord Tennyson Teaching Longer Works of Fiction Do We Have to Read the Whole Thing Out Loud in Class? What Do I Do with English Language Learners and Multiple Intelligences Theory in the Classroom Why a Multiple Intelligences Approach Works with English Language Learners Integrating Multiple Intelligences Theory and Cognitive Strategies through Instructional Scaffolding Introducing Students to MI Theory Corners Activity Multiple Intelligences Survey Demonstration Lesson: “Not Mine!” Interpreting Sandra Cisneros’s “Eleven” MI Theory and Learning Styles Epilogue To Sum Up Learning Log Reflection “Eleven” by Sandra Cisneros Chapter 8 Reading,Thinking, and Writing about Multicultural Literature in Culturally Diverse Classrooms What Is Multicultural Literature? Defining Terms Why Teach Multicultural Literature? The Teacher’s Role in the Multicultural Classroom Setting the Stage for Multicultural Literature Human Cultural Bingo Biopoem Sure You Can Ask Me a Personal Question: Dispelling Stereotypes The Heritage Quilt Recommended Works of Multicultural Literature for the Secondary Classroom Demonstration Lesson: Character and Culture in Amy Tan’s “The Moon Lady” To Sum Up Learning Log Reflection Chapter 9 Teaching Writing: Helping Students Play the Whole Range “The Writer” by Richard Wilbur Why Write? Informing the Teaching of Writing with Premises about Thinking What to Teach and Why Integrate Reading and Writing Instruction Make Cognitive Strategies Visible Give Students Writing Practice in a Variety of Domains Balance Teacher-Prompted and Student-Selected Writing Tasks Focus on Process and on Products Exploring the Domains Seashells and Similes: Sensory/Descriptive Observational Poetry Demonstration Lesson: The Memory Snapshot Paper: Imaginative/Narrative Autobiographical Writing The Saturation Report: Practical/Informative Report of Information Analytical/Expository Compositions A Training Program to Help Students Develop Criteria for an Effective Essay Reading “The Stolen Party” Evaluating Sample Essays Color-Coding: Helping Students Distinguish between Plot Summary, Supporting Detail, and Commentary Revising One’s Own Essay What about Writing across the Curriculum? To Sum Up Learning Log Reflection “The Stolen Party” by Liliana Heker Chapter 10 Alternative Approaches to the Research Paper What Are We Teaching Students When We Teach the Research Paper? Demonstration Lesson: The Saturation Research Paper Demonstration Lesson: Personalizing Research in the I-Search Paper Reading Saturation Research Papers and I-Search Papers Multigenre Papers Multimedia Projects What about the Traditional Research Paper? Dealing with Plagiarism To Sum Up Learning Log Reflection Chapter 11 Sharing Our Responses to Texts as Readers and Writers and Revising Meaning The Role of Listening in the Language Arts Classroom The Role of Speaking in the Language Arts Classroom What Is a Class Discussion? The Role of Question Asking in Teacher-Led Class Discussion Some Don’ts and Dos of Question Asking Responding to Students during Class Discussion Behaviors That Close Down Student Thinking Behaviors That Open Up Thinking Other Formats for Whole Class Discussion Socratic Seminar Grand Conversation Hot Seat Talk Show Small Group Formats for Sharing Responses to Texts Reciprocal Teaching Literature Circles Dialogue with a Text Turning Reading Groups into Writing Groups Introducing Students to Writing Groups Strategies to Guide Peer Response Finding the Golden Lines The Elbow Method Job Cards Read-Around Groups Response Forms and Sharing Sheets How Peer Response Helps Students Revise Meaning What Is Revision? The Role of the Teacher in Revising Meaning Modeling through Think-Alouds Feedback Providing Structure and Direct Instruction on Strategies for Revising Meaning Breaking the Task of Drafting and Redrafting into Manageable Chunks Minilessons WIRMIs and Believing and Doubting Color-Coding: Visual Feedback for Revising for Meaning Revising for Style Sentence Combining Using Copy—Change for Stylistic Imitation The Impact of Computers on the Process of Revising Meaning Revising Independently: Questions to Consider To Sum Up Learning Log Reflection Chapter 12 Correctness Can Be Creative The Role of Affect in the Teaching and Learning of Grammar The Great Grammar Debate Why Teach Grammar? When, What, and How to Teach Grammar Pedagogical Strategies and Activities to Make Grammar Memorable Graphic Grammar: A Spatial Approach to Teaching Parts of Speech Cloudy with a Chance of Meatballs Demonstration Lesson: The Dada Poem: A Creative Approach to Internalizing Parts of Speech Teaching Sentence Sense and Sentence Craft Punctuation Mythology A Few Words about Vocabulary and Spelling Vocabutoons and Vocabulary Story Building Academic Vocabulary Spelling/Academic Vocabulary Chants Visual Approaches to Spelling Word Trees and Word Sorts 317 What to Do about Error Yes Twice, Comma Splice Sentence Drafts Job Cards Editing Checklist Celebrating Correctness To Sum Up Learning Log Reflection Chapter 13 Assessing Students’ Reading and Writing in the Classroom Teaching and Testing: Process versus Product Response, Assessment, Evaluation, Grading: Defining Terms Where to Start: Begin with the End in Mind What Do We Want Students to Know and Be Able to Do? Determining Where Your Students Are on the Road to Meeting the Standards Criteria for Effective Assessment 329 Assessment or Evaluation? Using Rubrics to Assess and/or Evaluate Student Work Types of Scoring Rubrics 332Using Rubrics as a Teaching Tool The Portfolio Approach to Assessment and Evaluation Types of Portfolios What’s in a Portfolio? The Portfolio Process: Collect, Select, Reflect, Project, Affect Assessing and Evaluating Portfolios Grading and Alternatives to the Traditional Grading System What about Standardized Tests? Preparing Students for On-Demand Writing Teaching the ABC Strategy Involving Students in Assessment, Evaluation, and Grading Informing Instruction through Assessment and Evaluation Assessing Teacher Effectiveness Electronic Teaching Portfolios To Sum Up Learning Log Reflection Chapter 14 Cultivating Motivated, Independent Readers and Writers through Reading and Writing Workshop What Is a Workshop Approach? Applying the Principles of Instructional Scaffolding to Reading and Writing Workshop Creating a Workshop Environment Reading Workshop The Power of Free Voluntary Reading Principles of Reader Engagement Goals and Expectations for Reading Workshop Getting Acquainted: Getting to Know Students and Getting Students to Know Books Providing Access to Books The Teacher’s Role in Reading Workshop Collaborating on Responses to Reading through Book Clubs
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实体信息
页码：
432
装帧：
Paper
尺寸：
其它形态细节：
其它信息
原价：
USD
32.9900
原版ISBN：
其它ISBN：
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书评：
扩展信息
Isbn：
0205494730
issue：
2006JC02
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